Social Sources of Moral Education in Hong Kong: A Test of Situational Action Theory’s Developmental Ecological Action Model

• In Event: Understanding Crime Through the Lens of Situational Action Theory: Empirical Findings and Methodological Advancements

Abstract

The present study adopts Situational Action Theory (SAT) to explore the impact of moral education on adolescents’ morality that subsequently affects their involvement in rule-breaking behaviours. Specifically, this study aims to examine the influences of moral education adolescents received from three sources, including (1) family, (2) school and (3) peers, on their morality. According to SAT, there are three key sources of inputs to the process of moral education: (1) verbal or written instruction, (2) observation of others’ actions, their consequences and the reactions they evoke and (3) personal experimentation (Wikström, Treiber & Roman, 2023). To tap into the moral experiences adolescents received from these three sources, a ‘young person questionnaire’ has been designed from modifying the one used in Peterborough Adolescent Development Study (PADS+), with the inclusion of new scales. This work looks at a sample of 14 – 17-year-olds in secondary schools in Hong Kong. The present study contributes to Criminology in Hong Kong by using a general and integrated theory to understand the impact of moral education on adolescents’ crime propensities, with a hope that the findings can provide some new insights into future moral education policies. Besides, it contributes to the theory, SAT, by attempting to enhance its applicability in East Asian culture through using a modified version of PADS+ questionnaire with the inclusion of cultural elements.

Author

• Katie Tu, University of Cambridge